Tuesday, August 8, 2017

Week 4

Learning theories : changes in observable behavior.
1)Conditioning: Classical or Instrumental. Stimulus leads to response vs Behaviour leads to reinforcement.  Pavlov OR Skinner.
Apply controls by changing the environemnt in such a way as to reinforce the kidn of behavior that benefits everyone. Move away from CONTROL.
2)Connectionism and the law of effect
Learning incremental rather than insightful Had to build it a step at a time.- reinforcement increases strength of a connection, punishment doesn't help.
3)progressive education
John Dewey - self governing learners, cooperation b/ween school and home, hands-on, experiential learning. Give pupils something to do, not to learn, and doing is of such a nature as to demand thinking, learning naturally results.
4)Constructivism: social development theory (Vygotsky)  Zone of proximal development: between what they can do on their own, and with help from others - who know more than the learner.  Teacher as facilitator, not content provider.
5)Construtivism: Equilibriation (Piaget) : Intelligence dynamic, interacting with the environment. Education should provide opportunity for discovery by the student. GOAL SHOULD BE CREATING MEN/WOMEN WHO ARE CAPABLE OF DOING NEW THINGS.
6)Social Cognitive Theory - BANDURA - Observation and modelling give same experience as direct experience. TEachers are models, media affects students behaviour.
7) Situated Cognition and learning. - Learning embedded in activity, context , culture in which it was learned. Done through shared activiie and language - it is about performance in situations.
8)Constructionism (Papert with Piaget)  Using physical/ virtual materials to creatively develop abstreact learning.
9)Community of Practise : Three components : domain/community/practise. Learning is informal, situated within authentic activity , based on social relationships.
10) Connectivism: Siemens: Learning across online peer networks. Can learn over the internet.

Research-informed teaching
how do we know what goes on in classrooms?
Difference between espoused philosophies and their actual practise.... Often learning is teacher directed, not learner centred.
"We are socialised into a teacher-centred form of instruction."
Teachers often teach how they were taught.
How to judge what is good teaching? find research led practice...
Important to base on it but hard to know what to use.

Good Practise in leading and supporting research group

Lots of similarities, hardly any differences...

Motivating staff
Motivated staff generally have a sense of developing in the job and feel supported in deepening their skills and experience. They tend to feel respected and valued for what they do.
Good practice in motivating others includes:
• knowing your researchers’ strengths • showing that you respect their background and their past experience • devolving more responsibilities to researchers as they grow in experience • helping individuals understand how they are developing in the project • giving individuals feedback and recognition for work well done.

 allowing individuals time to solve their own problems and to be responsible for their own work
• always giving people the rationale for work you delegate to them • checking that individuals have the necessary resources, skills and knowledge to complete any work, and providing opportunities for improving their competencies where needed • delegating to develop individuals, not just to use their current skills • asking how individuals plan to tackle a task, particularly if you have anxieties about their abilities to bring the work to a satisfactory conclusion.

Importance of research to education. Students need to learn to research.
Finnish system based on RESEARCH. Teachers are researchers. Noone telling teachers how to teach - because teachers are researchers themselves.

Just because an article is peer reviewed doesn't mean it is going to be right .... but it's better than nothing.

Constructivism - let the learners learn without explicitly teaching them what they need to do....

Constructionism - learn by doing


Tuesday, August 1, 2017

Week 3 notes and....

Conditions for classroom innovation:
WHy don't teachers innovate when using computers>

Three interactive domains: Innovator, innovation, Context.

Innovator - the teacher.
Technology proficiency important. In 2002 - Nowadays "tech" is far more accessible

Must be compatibility between pedagogical beliefs and the technology :

"view technology as a means to an end.... connection b/ween tech and curriculum.... the value of techn limited to... adding novelty.... likelihood of success was greatly reduced.
"Willa" didn't match her pedagogy to the aim of the project...  Need to have a full understanding about goals and why we use the new technology.

Socially awareness: Must be able to know where to go in the school, and understand social dynamics of the school.

Distance from school 'culture' has an effect on the project.

Distance from existing practise:


Substitution Augmentation Modification Redefinition 

substitution - new tech replaces old but doesn't change the task
augmentation - tech changes task slightly but is still similar- increases functionality.
Modification - tech is used to redesign parts of task and transform students learning - collab on google doc
Redefinition - design and create new tasks that were once unimaginable. eg connecting to classrooms across the world with google doc

No impact from technology as no one has 'gone beyond' substitution.

Technological Pedagogical  Content Knowledge

Content - its the what, the subject matter
Pedagogical Knowledge - its the how - what tools do we use to teach knowledge?
Technology - the 'partner' what tool will we use to make content more accessible?
TPAC is when all three 'areas' work together 

Work with people in 'other subjects' to get other ideas and feed into your task creation.

Going OVer the Reading :

Proficiency not as important as having a POSITIVE MINDSET and being willing to learn.

Learning is messy
Technology has finally caught up to the way humans think......
Incremental Changes - note to self change some of the poetry unit...

Any product is 'unfinished' - get feedback and apply it 

Problems in practise....

Students refusing to use computers ....
Groupwork not 'collaborative'
Unmotivated students - particularly at 'higher levels' - screenshots of KAMAR not submitteds, 
Students not wanting to do anything - regardless of how 'interesting it is' - collect surveys, 

Introduce More Technology into the classroom - Collecting Evidence using 365, how to engage 'the rest' 

Need to decide:
What evidence do I have/ need to collect:
Innovate by myself or with others?
Some digital /collaborative learning solutions....
What are you going to try ? What were the problems? What went wrong/ what do you need to do?
Make a plan and try it soon - ask the kids how it went. 
Ask kids what they think the biggest problem with 'my teaching' is.....

Disruptive Tech

http://www.investopedia.com/terms/m/mooreslaw.asp Exponential growth in technology

What will disrupt education? Already has happened - can sit in front of a computer and 'learn' content knowledge better than a teacher
BUT we have to teach "creativity" etc.....

Are we in a computer simulation?
In not too distant future won't be able to tell the difference between 'the real' and 'the fake' world

Assessment - 

Write a 960 word essay first - importance is yr voice and thinking

support your points with a referenced piece of research (altho not super important)